Educational Qualifications of the Mathematics Teacher in the Public Secondary Schools of Kentucky

The general purpose of this study is to investigate the status of the mathematics teachers in the secondary schools of Kentucky. It is in detail a study to ascertain (1) the educational qualifications of Kentucky mathematics teachers; (2) the salaries of these teachers; (3) the teaching experiences and tenure of the mathematics teachers; (4) the number and kind of mathematics courses being offered in our secondary schools

Kinetic and Kinematic Effect of Flag-Carrying on Referee Agility and Sprinting Performance

Within competitive soccer, assistant referees are expected to keep up with the top speed of players on the field, despite being hindered mechanically by a flag held down at their side. This ability to keep up with speed-of-play can determine effectiveness of calls on the field, yet while being tested, referees are not required to replicate the game-like state of flag-carrying. The purpose of this study was to examine kinetic and kinematic effects of flag-carrying within sprinting and change-of-direction performance in assistant referees to better inform training programs and testing protocols. 18 male referees (mean age 32.11 ± 9.08 years) ran six trials each of 60m sprints while attached to a resistance cable, and Fédération Internationale de Football Association’s (FIFA) standardized change-of-direction ability test (CODA). Each referee ran three trials with, and three trials without a flag, in randomized order. One-way repeated measures ANOVA were run to determine differences between trials with flag-carrying versus unhindered running conditions. Total time (0.174±0.050, p=0.005) and total step count (0.923±0.182,

A Study to Determine the Relationships Between a Local School Division\u27s Middle School System\u27s Technology, Science, and Mathematics Course Curricula and the Accommodation of State and National Goals, Standards or Objectives

The goals of the study were to determine if: A state\u27s learning standards, for this study the Virginia Standards of Learning, acknowledged, accommendations for technology, science, and mathematics curricula at the middle school level as set forth in a published, national level coordination/integration standard; A local school division\u27s curricula, for this study the Virginia Beach City public School\u27s middle school technology, science and mathematics curricula, complied with the established state standards; and The Virginia Beach City Public School\u27s middle school technology, science and mathematics curricula were related, associated, coordinated or integrated in any fashion

Improving Search and Discovery of Geospatial Information in Australia and New Zealand using Semantic Web Techniques

This thesis proposes a set of techniques to make it easier for end users of spatial catalogue systems to locate datasets which they can then use for their own purposes. While other methods are used to locate spatial datasets, catalogue systems continue to be a common choice and are actively supported by those with jurisdiction over datasets in both the public and private sectors

Teachers\u27 Education and Training Factors and Their Influence on Formative Assessment Processes

This study sought to identify factors in teachers\u27 education and training that may be associated with their capacity to use formative testing to inform instruction and, ultimately, improve their students\u27 achievement. This research involved the identification of teachers\u27 educational and training variables that might influence their abilities to analyze formative testing results, interpret the analyses, and modify instruction so as to improve students\u27 achievement in third grade mathematics. The goal was to identify those factors in (1) teachers\u27 educational histories and (2) teachers\u27 professional development and training histories that contribute to their capacity to use formative testing results to inform instruction. Data were collected from 46 teachers by interview and survey, existing records, and the expert opinions of school district coordinators. Collected data were subjected to principal component analysis (factor analysis) revealing three components as professional training, program design and analysis, and instructional planning. The professional training component represented participation in seven training topics including assessment, testing, evaluation, test results analyses, instructional planning and revision, and data-driven and differentiated instruction. This component appeared to address all aspects of using formative testing results to inform instruction. The design and analysis component included graduate level courses in research design, assessment, testing, and test analysis. The elements of this component appeared to offer the participant a framework and a detailed appreciation of why formative testing can improve achievement. The final component, instructional planning, represented graduate level education in standards, advanced curriculum design, differentiated instruction, and evaluation. The content of these courses appeared to provide insight into the conversion of testing results into meaningful instruction based on those results. These components may provide insight into the topics in teacher graduate education and professional development that contribute to a teacher\u27s capacity to successfully use formative testing results to inform instruction as realized by improved student achievement in mathematics

A study of the Delegation of Administrative Authority to the Superintendent by the Board of Education in Nine Southwestern Iowa Communities

The main purpose of the study was to determine the division of executive authority and the responsibility for its use between the superintendent and his board of education in small southwestern Iowa towns. This problem was found to involve four facets: 1. the determination of the executive authority which the board of education delegates to the superintendent of schools; 2. the determination of the amount of executive authority which the board of education shares with the superintendent of schools; 3. the determination of the authority which the board of education retains; 4. the determination of the amount of responsibility for the use of executive authority which the board of education assigns the superintendent of schools as the results of the executive authority which it delegates to him or shares with him